Stage 3 - Plan Learning Experiences and Instruction
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W)1.1Students will understand that there is a difference between the Bill of Rights, the Civil Rights Act, and the Constitution. This is important because these are the documents that provide them their rights as citizens. Students draw on concepts from civics and government to understand political systems, power, authority, governance, civil ideals and practices, and the role of citizens in the community. (H) 1.2 Perform and persuade students to engage in a mock "sit in." (E) 1.3 Students will know John F. Kennedy, NAACP, Lyndon B. Johnson, Bill of Rights, Martin Luther King Jr, the Black Panthers, KKK, Washington monument, Little Rock, Birmingham, slavery, racism, segregation, activism, protest, march, congress, desegregation (Equip). I am using a timeline that way the students can see the processes that lead to the Civil Rights Act. This organizer will help them put important events in order that led to one specific event, such as Martin Luther King getting arrested in Birmingham and the Birmingham letters leading up to the March on Washington. Each student will focus on one important event and relay that information to the other students within Jigsaw activity (Explore). Students will be able to describe the situations that lead up to the Civil Rights Act within their Prezi (Experience). (R) 1.4 I am going to use exit tickets by asking them about three things that led to the Civil Rights Act (Rethink). I will have students use a checklist to make sure they have everything needed for their Prezi and have them use a rating checklist for their peers to rate their Prezi. (Revise/Refine). I will use a rubric to give them feedback on their presentation of their Prezi (Revise/Refine). (E) 1.5 Formative Assessment Pre-assessment: Do a KWL chart asking students what they know of their rights, what they want to learn, and after what they did learn. Checking for Understanding: Exit Tickets. Timely Feedback: Self, Peer, Teacher. (T) 1.6 (Tailor) Verbal:Students will discuss the sequences of events that led to the Civil Rights Act with each other during the Jigsaw activity, they will build off of each others ideas as well as relate their ideas to each others. Logic:The timeline will put the events that led up to the Civil Rights Act in order, making it easy for a logical student to understand, as well as encouraging them to think deeply about how it all relates to the big picture. Visual: The prezi will be very appealing to a visual learner with its interesting transitions, and the multiple forms of media they will include. The graphic organizer will also make it easier for the visual learner to understand the sequence of events that led up to the Civil Rights Act because they can see the events in order. Kinesthetic: During the hook, students will engage in a mock sit-in and protest that will include lots of movement and role playing. Musical:I am encouraging students to use multiple forms of media in their Prezi that reports on what caused the Civil Rights Act and the Bill of Rights, requiring some sore of related music. Interpersonal: The Jigsaw activity where the students will be reporting on one important even in the sequence of events leading up to the Civil Rights Act will encourage interaction with other students. Intrapersonal: Students will be able to work on their own to fill out their timeline on what events led up to the Civil Rights Act, this alone time will help them focus and get any one on one help they may need. Naturalist: The mock sit-in/protest will be outside. I will probably have students sit on the front steps next to where schools typically have green space or a garden, and they can talk about how the environment was different during the time before the CRA and how much harder that made it on African Americans, especially in Maine. (O) 1.7 Students will be able to describe the process by which the Civil Rights Act was created (Explain)Product: Prezi Number of Days: 3
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W)2.1 Students will understand that the context and cause for the Bill of Rights and the Civil Rights act is similar to what is currently happening in the middle east and Africa. This is important to know because history repeats itself again and again, and these kinds of revolutions will continue later in their life, maybe even in our country. Students draw on concepts from civics and government to understand political systems, power, authority, governance, civil ideals and practices, and the role of citizens in the community. (H) 2.2 Video of Syrian Activists. (E) 2.3 Students will know Syria, activism, stand in, march, revolution, democracy, Martin Luther King Jr, Washington Monument, Little Rock, Birmingham (Equip). I am using a ladder graphic organizer that way students can easily compare what led up to these important events to what is currently happening in places such as Syria. I will be using numbered heads and each student within the group of three will focus on either the BOR, the CRA, or the Constitution. Each student will make a latter for their specific legal document and then report out to the group (Explore). Students will be able to compare the causes of the Civil Rights Act and the Bill of rights to what is happening throughout the world in revolutionary countries within their blog (Experience). (R) 2.4 I am going to use is it fact to ask students about if what is currently happening the world is similar to something that led to the CRA, the BOR, or the Constitution (Rethink). I will have students use a checklist to make sure that they have everything (Rethink/Refine). I will use a checklist to make sure that students contain everything asked of them in their entry's (Rethink/Refine). (E)2.5 Formative Assessment Checking for Understanding: Is it fact? Timely Feedback: Teacher, Self. (T) 2.6 Verbal: The students will be writing blogs where they go over a time when they or someone else made a change in the world. This writing activity will definitely be an outlet for the verbal learner. Logic: Students will be writing about how one activist or themselves made a difference, and compare it to the bigger picture. Visual:If students decide to write about an activist during their blog entries, they will need to visualize themselves back in that time and imagine what they would do if they were in their shoes. Musical: A lot of activists do so through their music, students will have the option on who they wish to follow during their blog entry's, and so can choose a musician, dig into their music and their lyrics, and compare themselves or their believes to that artist. Intrapersonal: Students will be able to work during their blogs which require a lot of deep personal thought about their lives, since they will be writing about how they could make a change and putting themselves in other activists shoes. Naturalist: Students will get to choose which activist to compare themselves to in their blog entry's. They have the option to write about someone who fought for nature, whether it be land or water conservation or pollution. (O)2.7 Students will be able to compare the causes of the Civil Rights Act and the Bill of Rights to what is currently happening in the world (Perspective)Product: Blog Number of Days: Continuous throughout unit
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W)3.1 Students will understand that there is a difference between the Bill of Rights, the Civil Rights Act, and the Constitution. This is important because these are the documents that provide them their rights as citizens. Students draw on concepts from civics and government to understand political systems, power, authority, governance, civil ideals and practices, and the role of citizens in the community. (H) 3.2 Short story about Rosa Parks. (E) 3.3 Students will know revolution, Martin Luther King JR, NAACP, Black Panthers, JFK, LBJ (Equip). I will have the students use a story map and draw out a situation where they or someone they knew made a difference in their world, and then the students will do a gallery walk and look at other students story maps (Explore). Students will be able to consider that they have the ability to change through describing a change they or someone else has made in their world within their podcast (Experience). (R) 3.4 I will use the 4321 Scoring Scale to ask students if they believe that they could of made a change during these situations, such as the March on Washington, sit-ins, etc, and if they'd feel comfortable doing so in todays world (Rethink). I will let give the students a checklist to make sure that they cover everything that is required in their podcast (Revise/Refine). I will grade them with a rubric (Revise/Refine). (E)3.5 Formative Assessment Checking for Understanding: 4321 Scoring Scale. Timely Feedback: Self, Teacher. (T)3.6 Verbal: Students will have the ability to add pictures to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic. Logic: Students will be making a podcast where they discuss situations and how rights protect themselves during these situations, this will require them to think ahead and out of the box and imagine the situation. Visual: Students will have the ability to add photos to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic. Musical: Students will have the ability to add background music to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic. Interpersonal: Students will be making a podcast where they discuss situations and how rights protect them against those situations. These situations will include other people and how they would interact with those people. Intrapersonal: Students will be making a podcast where they discuss situations and how rights protect them against those situations. Because the students will using first person, they will be thinking deeper about what they would do. (O)3.7 Students will be able to consider that they have the ability to make a change (Empathy)Product: Podcast Number of Days: Continuous throughout the unit
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 4.1 Students will understand that the context and cause for the Bill of Rights and the Civil Rights act is similar to what is currently happening in the middle east and Africa. This is important to know because history repeats itself again and again, and these kinds of revolutions will continue later in their life, maybe even in our country. Students draw on concepts from civics and government to understand political systems, power, authority, governance, civil ideals and practices, and the role of citizens in the community. (H) 4.2 Kim Jong Mask. (E) 4.3 Students will know democracy, revolution, ruler/president/king (Equip). Students will use a sequence chart to show what is happening within revolutionary countries, such as Syria, and will use the a three step interview where they pretend to be the countries (Explore). Students will be aware of the different types of governments and the rights of their citizens through making a brochure about a specific country and their governmental system (Experience). (R) 4.4 I am going to use one sentence summaries to ask students to describe the absolute basic parts of certain governments (Rethink). I will let give the students a checklist to make sure that they cover everything that is required in their brochure (Revise/Refine). I will grade them with a rubric (Revise/Refine). (E)4.5 Formative Assessment Checking for Understanding: One Sentence Summary. Timely Feedback: Self, Teacher. (T) 4.6 Verbal: Students will be pretending to be the countries themselves during the three step interview, this activity will include lots of creative interaction. Logic: If students wish, they can also focus on an extra facet of the government to include in their brochure, such as their involvement in science research or green energy. Visual: The students will be making a brochure which discusses a country, its government type, and the rights of its people. It will require pictures and will be a very visual project. Kinesthetic: If students wish, they can also focus on an extra facet of the government to include in their brochure, such as their involvement in athletics. Interpersonal: During the Jigsaw activity where the students will be interviewing each other there will be a lot of opportunity for fun interaction. Intrapersonal: Students will make their brochure that reflects on another government on their own time. Naturalist: If students wish, they can also focus on an extra facet of the government to include in their brochure, such as their conservation laws. (O)4.7 Students will be aware of the different types of governments and the rights of the citizens (Self-Knowledge)Product: Microsoft Word Number of Days: 2
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W)5.1 Students will understand that rights are very important and why, as well as how they are protected. These rights can save them from legal trouble in the future as well as protect them from other citizens. Students draw on concepts from civics and government to understand political systems, power, authority, governance, civil ideals and practices, and the role of citizens in the community. (H) 5.2 Dress like a cop. (E) 5.3 Students will know: John F. Kennedy, NAACP, Lyndon B. Johnson, Bill of Rights, Martin Luther King Jr, the Black Panthers, KKK, Washington monument, Little Rock, Birmingham, slavery, racism, segregation, activism, protest, march, congress, desegregation (Equip). Students will use a flow chart where they go through a situation where they would use their rights and then go over it in a three minute review with the teacher (Explore). Students will be able to use their rights to protect themselves by simulating situations within their iMovie (Experience). (R) 5.4 I am going to use 1:1 Conferences to ask students how comfortable they feel with their knowledge of their rights and how to use them (Rethink).
I will let give the students a checklist to make sure that they cover everything that is required in their iMovie, and their peers will grade them with a scoring checklist (Revise/Refine). I will grade them with a rubric (Revise/Refine). (E)5.5 Formative Assessment Checking for Understanding: 1:1 Conferences. Timely Feedback: Peer, Self, Teacher. (T) 5.6 Verbal: Students will make a script for their iMovie presentation that will involve lots of creative writing and reporting. Visual: A scored portion of the iMove presentation will be how creative the PSA is. Students can be creative with the video or the sound. Kinesthetic: This is an open ended project, the students can make their PSA iMovie however they would wish. They can incorporate exercise or dancing if they would like! Musical: A scored portion of the iMovie presentation will be how creative the PSA is. Students can be creative with the video or the sound. They can also include music that is relevant if they would like. Interpersonal: The iMovie will be done in groups, each of the students will select a role (camera man, anchorman, editor, etc.). Creating this movie will require a lot of teamwork. Naturalist: This is an open ended project, the students can make their PSA iMovie however they would wish. They can incorporate nature if they would like! (O)5.7 Students will be able to use their rights to protect themselves (Application)Product: iMovie Number of Days: 3
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W)6.1 Students will understand that rights are very important and why, as well as how they are protected. These rights can save them from legal trouble in the future as well as protect them from other citizens. Students draw on concepts from civics and government to understand political systems, power, authority, governance, civil ideals and practices, and the role of citizens in the community. (H) 6.2 Cops scene. (E) 6.3 Students will know civil rights, democracy, Bill of Rights, Civil Rights Act, Amendment, the Constitution (Equip). Students will use a fact & opinion graphic organizer to write down what they feel about their rights, and then they will arange in a value line to identify which rights they feel are most important to them (Explore). Students will be able to make meaning of their rights as citizens through making a glogster that reports on their rights (Experience). (R) 6.4 I am going to use talking chips to get students to talk about their rights one by one, and then how that is important to them as citizens (Rethink). I will let give the students a checklist to make sure that they cover everything that is required in their Glogster (Revise/Refine). I will grade them with a checklist to make sure they include multiple kinds of media as well as all of the rights asked of them (Revise/Refine). (E)6.5 Formative Assessment Checking for Understanding: Talking Chips Timely Feedback: Self, Teacher. (T) 6.6 Verbal: The students will have to write small excerpts of information on their rights within their Glogsters. While these excerpts will be short, they still need to be info packed! Logic: The students can get as creative as they wish with their Glogster, as long as it continues to convey the importance of their right. Student's can use any sort of information, they can take surveys, find statistics, etc., anything that appeals to their modality. Visual: The Glogster will be very stimulating for visually inclined students, they will use many pictures and graphics in their visual posters where they present their rights and how they feel about them. Musical: Glogsters are very different from typical posters. When students make their poster talking about their rights, they can add music that is relevant to that (or those) rights. It is up to them how important or how big of a part their music is. Interpersonal: Students will be given talking chips which they will be able to redeem for a chance to speak in front of the group, with the activity ending once all of the chips have been used. The students will talk about how important each right is to them in the discussion. Intrapersonal: The students will be making a Glogster where they present their rights and how they feel about them. Because they are digging into how important each right is to them, they will be thinking deeply about themselves and what matters most to them as individuals. (O)6.7 Students will be able to make meaning of their rights as citizens (Interpretation)Product: Glogster Number of Days: 2
Stage 3 - Plan Learning Experiences and Instruction
Lesson 1
(H) 1.2 Perform and persuade students to engage in a mock "sit in."
(E) 1.3 Students will know John F. Kennedy, NAACP, Lyndon B. Johnson, Bill of Rights, Martin Luther King Jr, the Black Panthers, KKK, Washington monument, Little Rock, Birmingham, slavery, racism, segregation, activism, protest, march, congress, desegregation (Equip). I am using a timeline that way the students can see the processes that lead to the Civil Rights Act. This organizer will help them put important events in order that led to one specific event, such as Martin Luther King getting arrested in Birmingham and the Birmingham letters leading up to the March on Washington. Each student will focus on one important event and relay that information to the other students within Jigsaw activity (Explore). Students will be able to describe the situations that lead up to the Civil Rights Act within their Prezi (Experience).
(R) 1.4 I am going to use exit tickets by asking them about three things that led to the Civil Rights Act (Rethink). I will have students use a checklist to make sure they have everything needed for their Prezi and have them use a rating checklist for their peers to rate their Prezi.
(Revise/Refine). I will use a rubric to give them feedback on their presentation of their Prezi (Revise/Refine).
(E) 1.5 Formative Assessment Pre-assessment: Do a KWL chart asking students what they know of their rights, what they want to learn, and after what they did learn. Checking for Understanding: Exit Tickets. Timely Feedback: Self, Peer, Teacher.
(T) 1.6 (Tailor)
Verbal:Students will discuss the sequences of events that led to the Civil Rights Act with each other during the Jigsaw activity, they will build off of each others ideas as well as relate their ideas to each others.
Logic:The timeline will put the events that led up to the Civil Rights Act in order, making it easy for a logical student to understand, as well as encouraging them to think deeply about how it all relates to the big picture.
Visual: The prezi will be very appealing to a visual learner with its interesting transitions, and the multiple forms of media they will include. The graphic organizer will also make it easier for the visual learner to understand the sequence of events that led up to the Civil Rights Act because they can see the events in order.
Kinesthetic: During the hook, students will engage in a mock sit-in and protest that will include lots of movement and role playing.
Musical:I am encouraging students to use multiple forms of media in their Prezi that reports on what caused the Civil Rights Act and the Bill of Rights, requiring some sore of related music.
Interpersonal: The Jigsaw activity where the students will be reporting on one important even in the sequence of events leading up to the Civil Rights Act will encourage interaction with other students.
Intrapersonal: Students will be able to work on their own to fill out their timeline on what events led up to the Civil Rights Act, this alone time will help them focus and get any one on one help they may need.
Naturalist: The mock sit-in/protest will be outside. I will probably have students sit on the front steps next to where schools typically have green space or a garden, and they can talk about how the environment was different during the time before the CRA and how much harder that made it on African Americans, especially in Maine.
(O) 1.7 Students will be able to describe the process by which the Civil Rights Act was created (Explain) Product: Prezi Number of Days: 3
Lesson 2
(H) 2.2 Video of Syrian Activists.
(E) 2.3 Students will know Syria, activism, stand in, march, revolution, democracy, Martin Luther King Jr, Washington Monument, Little Rock, Birmingham (Equip). I am using a ladder graphic organizer that way students can easily compare what led up to these important events to what is currently happening in places such as Syria. I will be using numbered heads and each student within the group of three will focus on either the BOR, the CRA, or the Constitution. Each student will make a latter for their specific legal document and then report out to the group (Explore). Students will be able to compare the causes of the Civil Rights Act and the Bill of rights to what is happening throughout the world in revolutionary countries within their blog (Experience).
(R) 2.4 I am going to use is it fact to ask students about if what is currently happening the world is similar to something that led to the CRA, the BOR, or the Constitution (Rethink). I will have students use a checklist to make sure that they have everything (Rethink/Refine). I will use a checklist to make sure that students contain everything asked of them in their entry's (Rethink/Refine).
(E)2.5 Formative Assessment Checking for Understanding: Is it fact? Timely Feedback: Teacher, Self.
(T) 2.6
Verbal: The students will be writing blogs where they go over a time when they or someone else made a change in the world. This writing activity will definitely be an outlet for the verbal learner.
Logic: Students will be writing about how one activist or themselves made a difference, and compare it to the bigger picture.
Visual:If students decide to write about an activist during their blog entries, they will need to visualize themselves back in that time and imagine what they would do if they were in their shoes.
Musical: A lot of activists do so through their music, students will have the option on who they wish to follow during their blog entry's, and so can choose a musician, dig into their music and their lyrics, and compare themselves or their believes to that artist.
Intrapersonal: Students will be able to work during their blogs which require a lot of deep personal thought about their lives, since they will be writing about how they could make a change and putting themselves in other activists shoes.
Naturalist: Students will get to choose which activist to compare themselves to in their blog entry's. They have the option to write about someone who fought for nature, whether it be land or water conservation or pollution.
(O)2.7 Students will be able to compare the causes of the Civil Rights Act and the Bill of Rights to what is currently happening in the world (Perspective) Product: Blog Number of Days: Continuous throughout unit
Lesson 3
(H) 3.2 Short story about Rosa Parks.
(E) 3.3 Students will know revolution, Martin Luther King JR, NAACP, Black Panthers, JFK, LBJ (Equip). I will have the students use a story map and draw out a situation where they or someone they knew made a difference in their world, and then the students will do a gallery walk and look at other students story maps (Explore). Students will be able to consider that they have the ability to change through describing a change they or someone else has made in their world within their podcast (Experience).
(R) 3.4 I will use the 4321 Scoring Scale to ask students if they believe that they could of made a change during these situations, such as the March on Washington, sit-ins, etc, and if they'd feel comfortable doing so in todays world (Rethink). I will let give the students a checklist to make sure that they cover everything that is required in their podcast (Revise/Refine). I will grade them with a rubric (Revise/Refine).
(E)3.5 Formative Assessment Checking for Understanding: 4321 Scoring Scale. Timely Feedback: Self, Teacher.
(T)3.6
Verbal: Students will have the ability to add pictures to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic.
Logic: Students will be making a podcast where they discuss situations and how rights protect themselves during these situations, this will require them to think ahead and out of the box and imagine the situation.
Visual: Students will have the ability to add photos to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic.
Musical: Students will have the ability to add background music to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic.
Interpersonal: Students will be making a podcast where they discuss situations and how rights protect them against those situations. These situations will include other people and how they would interact with those people.
Intrapersonal: Students will be making a podcast where they discuss situations and how rights protect them against those situations. Because the students will using first person, they will be thinking deeper about what they would do.
(O)3.7 Students will be able to consider that they have the ability to make a change (Empathy) Product: Podcast Number of Days: Continuous throughout the unit
Lesson 4
(H) 4.2 Kim Jong Mask.
(E) 4.3 Students will know democracy, revolution, ruler/president/king (Equip). Students will use a sequence chart to show what is happening within revolutionary countries, such as Syria, and will use the a three step interview where they pretend to be the countries (Explore). Students will be aware of the different types of governments and the rights of their citizens through making a brochure about a specific country and their governmental system (Experience).
(R) 4.4 I am going to use one sentence summaries to ask students to describe the absolute basic parts of certain governments (Rethink). I will let give the students a checklist to make sure that they cover everything that is required in their brochure (Revise/Refine). I will grade them with a rubric (Revise/Refine).
(E)4.5 Formative Assessment Checking for Understanding: One Sentence Summary. Timely Feedback: Self, Teacher.
(T) 4.6
Verbal: Students will be pretending to be the countries themselves during the three step interview, this activity will include lots of creative interaction.
Logic: If students wish, they can also focus on an extra facet of the government to include in their brochure, such as their involvement in science research or green energy.
Visual: The students will be making a brochure which discusses a country, its government type, and the rights of its people. It will require pictures and will be a very visual project.
Kinesthetic: If students wish, they can also focus on an extra facet of the government to include in their brochure, such as their involvement in athletics.
Interpersonal: During the Jigsaw activity where the students will be interviewing each other there will be a lot of opportunity for fun interaction.
Intrapersonal: Students will make their brochure that reflects on another government on their own time.
Naturalist: If students wish, they can also focus on an extra facet of the government to include in their brochure, such as their conservation laws.
(O)4.7 Students will be aware of the different types of governments and the rights of the citizens (Self-Knowledge) Product: Microsoft Word Number of Days: 2
Lesson 5
(H) 5.2 Dress like a cop.
(E) 5.3 Students will know: John F. Kennedy, NAACP, Lyndon B. Johnson, Bill of Rights, Martin Luther King Jr, the Black Panthers, KKK, Washington monument, Little Rock, Birmingham, slavery, racism, segregation, activism, protest, march, congress, desegregation (Equip). Students will use a flow chart where they go through a situation where they would use their rights and then go over it in a three minute review with the teacher (Explore). Students will be able to use their rights to protect themselves by simulating situations within their iMovie (Experience).
(R) 5.4 I am going to use 1:1 Conferences to ask students how comfortable they feel with their knowledge of their rights and how to use them (Rethink).
I will let give the students a checklist to make sure that they cover everything that is required in their iMovie, and their peers will grade them with a scoring checklist (Revise/Refine). I will grade them with a rubric (Revise/Refine).
(E)5.5 Formative Assessment Checking for Understanding: 1:1 Conferences. Timely Feedback: Peer, Self, Teacher.
(T) 5.6
Verbal: Students will make a script for their iMovie presentation that will involve lots of creative writing and reporting.
Visual: A scored portion of the iMove presentation will be how creative the PSA is. Students can be creative with the video or the sound.
Kinesthetic: This is an open ended project, the students can make their PSA iMovie however they would wish. They can incorporate exercise or dancing if they would like!
Musical: A scored portion of the iMovie presentation will be how creative the PSA is. Students can be creative with the video or the sound. They can also include music that is relevant if they would like.
Interpersonal: The iMovie will be done in groups, each of the students will select a role (camera man, anchorman, editor, etc.). Creating this movie will require a lot of teamwork.
Naturalist: This is an open ended project, the students can make their PSA iMovie however they would wish. They can incorporate nature if they would like!
(O)5.7 Students will be able to use their rights to protect themselves (Application) Product: iMovie Number of Days: 3
Lesson 6
(H) 6.2 Cops scene.
(E) 6.3 Students will know civil rights, democracy, Bill of Rights, Civil Rights Act, Amendment, the Constitution (Equip). Students will use a fact & opinion graphic organizer to write down what they feel about their rights, and then they will arange in a value line to identify which rights they feel are most important to them (Explore). Students will be able to make meaning of their rights as citizens through making a glogster that reports on their rights (Experience).
(R) 6.4 I am going to use talking chips to get students to talk about their rights one by one, and then how that is important to them as citizens (Rethink). I will let give the students a checklist to make sure that they cover everything that is required in their Glogster (Revise/Refine). I will grade them with a checklist to make sure they include multiple kinds of media as well as all of the rights asked of them (Revise/Refine).
(E)6.5 Formative Assessment Checking for Understanding: Talking Chips Timely Feedback: Self, Teacher.
(T) 6.6
Verbal: The students will have to write small excerpts of information on their rights within their Glogsters. While these excerpts will be short, they still need to be info packed!
Logic: The students can get as creative as they wish with their Glogster, as long as it continues to convey the importance of their right. Student's can use any sort of information, they can take surveys, find statistics, etc., anything that appeals to their modality.
Visual: The Glogster will be very stimulating for visually inclined students, they will use many pictures and graphics in their visual posters where they present their rights and how they feel about them.
Musical: Glogsters are very different from typical posters. When students make their poster talking about their rights, they can add music that is relevant to that (or those) rights. It is up to them how important or how big of a part their music is.
Interpersonal: Students will be given talking chips which they will be able to redeem for a chance to speak in front of the group, with the activity ending once all of the chips have been used. The students will talk about how important each right is to them in the discussion.
Intrapersonal: The students will be making a Glogster where they present their rights and how they feel about them. Because they are digging into how important each right is to them, they will be thinking deeply about themselves and what matters most to them as individuals.
(O)6.7 Students will be able to make meaning of their rights as citizens (Interpretation) Product: Glogster Number of Days: 2
2004 ASCD and Grant Wiggins and Jay McTighe